Art In Education

Silas Henton ENG 121-016 T/TH Professor Schorzman December 3, 2009 Argument Paper Art in Education Front Range Community College recently participated in an artwork display which showcased elementary, middle and high school students’ artwork throughout College Hill Library and the adjoining hall to the college. This display provides a great example of honoring the arts in education which struggles in an ongoing battle at the federal level to provide funding for keeping the arts in the school curriculum. Art gives meaning and understanding to the history and culture of our past and future. In today’s world, art is everywhere. Art is seen in the design of cars, houses and even our clothing. Every day people listen to music and entertain themselves with television and movies. The more enthusiastic art lovers visit museums or go to theaters to enjoy masterpieces or dance. Every culture is understood by its interpretation of art and how it reflects its society. Minds that create are minds that use creativity, and are best developed in the early years of America’s education system. To strengthen the academic standards in America’s education system, President George W. Bush signed and ratified The No Child Left Behind Act (NCLB) in 1992 “to provide all children with a fair, equal, and significant opportunity to obtain a high-quality education” (Office of Superintendent 2). The NCLB was enacted to “improve the performance of America’s elementary and secondary schools while at the same time ensuring that no child is trapped in

Henton 2 failing school” (U.S. Department 2). Because of the NCLB, parents will know how well the schools are performing as well as their own children’s strengths and weaknesses compared to federal standards. As a part of the federal role in education, NCLB requires annual testing, specifically a method of judging schools effectiveness in their teaching (Wenning). For the annual testing, Colorado implemented the Colorado State Assessment Program (CSAP) to monitor the students’ abilities and levels in which they are performing based upon how well the teachers are performing. On the federal level, a person can see how CSAP testing can benefit in the monitoring of the education system, but on the student level, the time element needed for preparing the students for CSAP testing has become a nuisance. Fitting the testing into classroom activities has forced teachers to teach a narrower curriculum instead of a fuller approach including a more balanced education. The CSAP directs its focus on math, science, reading, and social studies. Electives, such as the arts, have become less important to the federal government because politicians believe the arts are irrelevant to a child’s academic learning. In an interview with Dr. Robert Vice, graduate with a PhD in education administration and leadership from CU Denver, regarding the arts as compared to the importance of math, reading, and science, he stated, “In order to have the funds, the feds want to see where art helps worldwide. Unfortunately, you can’t really prove it. It is all subjective.” In Colorado, a lot of emphasis has been placed on schools to obtain funding based upon student testing achievements in CSAP scores. “Many schools have been trying a variety of techniques to get students to show up for the tests and to excel at them. That's because higher CSAP scores for a school could mean attracting more students, which, in turn, could mean more funding” (Montero 11). For those schools that do not have sufficiently higher CSAP test scores have consequences that lack budget distribution for the arts. Dr. Vise explains that keeping art in

Henton 3 schools requires an extra teacher’s salary, and schools are moving to the idea of including some portions of art into the core classrooms in order to alleviate the extra salary. The elimination of the arts from school curriculums is unfortunate because the federal government cannot afford to have the arts in the schools. “While nothing in the NCLB Act says schools must eliminate the arts to concentrate on math and reading, arts instruction has shrunk or vanished in many schools since the law was passed. Arts advocates say the arts are critical to a complete education” (Delisio 1). Dr. Vice sadly notes that “whoever controls the money, controls what’s going to be taught.” Regrettably, this is true because no matter how hard common citizens fight for the arts, if politicians do not see art as important as the academic subjects, in the end the children are the ones who lose. Politicians tend to see art by the effect on America’s education budget. They do not necessarily see how art builds positive learning skills compared to math and reading. “The problem is that these decisions are normally made by people who have no idea about the education process. All they understand are money and regulations” (“Art Benefits” 2). Much controversy exists whether learning about paintings and sculpture help students become better students in other areas. Politicians do not understand that music can help with math and art can help with science. A lot of the classes can go hand in hand and benefit each other. Kennedy notes that the Solomon R. Guggenheim Museum presented a study where by sending artists into schools, they found improvements in literacy skills among students who took part in art programs. “The study found that students in the program performed better in six categories of literacy and critical thinking skills – including thorough description, hypothesizing and reasoning” (Kennedy 3). Those who argue for keeping art in education feel that art “strengthens creative skills,

Henton 4 builds self-esteem, and develops a sense of self-importance and individuality through encouraged self-expression and imagination” (Kids Love Art: Testimonials 1). Developing these skills creates a well-rounded individual with stronger self-confidence. Art is extremely important for children and young adults, because it develops skills that help students feel good about themselves which in turn makes them better learners. Just like the brain muscle needs to be exercised to increase academic skills, the brain also needs practice in exercising self-expression. With repeated use of their imaginations, children’s creative skills and self-esteem are increased. Group projects allow students to feed off of each other’s imagination and create better outcomes. “Understanding and making art can teach students how to work cooperatively in groups and how to work hard to achieve a goal” (National PTA 1). Learning to cooperate with others at a younger age allows the individual to achieve better teamwork skills for future employment. “The arts enable students to develop a sense of identity and self-direction, as well as attitudes of empathy, tolerance, and cooperation” (Deasy 3). The developmental process is most important during the early education years as it teaches individuality. In today’s younger generation, children and teens are trying to be more unique and tend to be more accepting of those who are different. Even in their own self-expressive personalities, with the idea behind art and what it teaches, allows children and teens to create things and be confident. “In the early elementary years students develop eye-hand coordination and curiosity about the why and how” (Paideia 2). Dr. Vice stated that art develops both the left and right brain. Having this ability allows students to understand logic as well as having the ability to be creative. In the discussion with Dr. Vice, he mentions in his research, those who are in the arts do better in their academics, and art can help in other core subjects like math and science where

Henton 5 students develop critical thinking skills and problem solving skills. Take for instance the subject of volcanoes. A science teacher can easily discuss how a volcano explodes and the science behind it, but a student that actually creates a volcano will allow the student to have a better understanding of the subject as a whole. Thus, it is important to keep art in education because it is “vital to providing a well-rounded education for kids,” and can even make an “improvement of a child's attitudes toward school” (McClure 1). When students are involved in any area of the arts, they are more likely to be recognized for academic achievement, participate in youth groups or community service projects, or even read for pleasure (Kids Love Art: Benefits). Art builds interest and encourages students’ desire to participate in activities because they will enjoy it more, and they know that with effort comes reward. Another reason why art is important to keep in the school curriculum is validated through student experiences. Student art presentations, theater performance and concerts create artwork full of emotion, and allow them to find their own personal voice or vision. “In a world in which ideas and information are often delivered visually, children need to learn how to analyze and judge the meaning of images and how to use them to communicate their own ideas” (National PTA 2). Being observant and envisioning outcomes and innovation through exploring are other valuable experiences that art allows students to absorb information. Field trips to art museums are an excellent example of stimulating and expanding interest and knowledge in students. There is no doubt that the No Child Left Behind Act unfortunately has no other choice but to remove the “unnecessary” arts programs from the school curriculums. However, the government’s reasoning may be valid. Making sure that budgets provide funding for basic classes so as many children as possible are able to receive the same opportunities for education is an admirable projection of the federal government’s agenda. But, parents, teachers, and students

Henton 6 feel that alleviating the arts takes away from what is really important, a chance for students to express themselves and be creative. The community must fight and pressure their political leaders for the art programs to remain. Art invokes decisions and choices by forming mental images, creating compositions and thinking innovatively. Art has no right or wrong answers, just different ways of pursuing the end result. When artwork is created, students are able to reflect and think about the value of what they have created, as well as to analyze what they have made, and process steps for improvement. Creating art offers a way of thinking and learning in was that basic academic classes do not offer.

Henton 7 Works Cited “Art Benefits Studies: Taking Art Out of Schools.” Articlesbase.com. 27 Dec. 2006. 18 Nov. 2009. Deasy, Richard J. You Want to Be a Part of Everything. Arts Education Partnership. New York City. September 2003. 18 Nov. 2009. Delisio, Ellen R. Keeping Art Alive Under NCLB. Education World. education-world.com. Updated 10 Oct. 2008. 18 Nov. 2009. Kennedy, Randy. Guggenheim Study Suggests Arts Education Benefits Literacy Skills. Nytimes.com. 27 July 2006. 18 Nov. 2009. Kids Love Art: School of Fine Arts. “Benefits of Art Education.” Kidsloveart.com. Pleasantville, CA. 2009. 18 Nov. 2009. Kids Love Art: School of Fine Arts. “Testimonials.” Kidsloveart.com. Pleasantville, CA. 2009. 18 Nov. 2009. McClure, Robin. Art and Kids. Childcare.about.com. 18 Nov. 2009. Montero, David. CSAP Has Own Kind of March Madness. Rocky Mountain News. Rockymountainnews.com. Denver, CO. 5 Mar. 2007. 18 Nov. 2009. The National PTA and the Getty Center for Education in the Arts. The Value of Art Education: Education in the Arts and Through the Arts. Manchester, CT. <art-smart.ci.manchester.ct.us>. 18 Nov. 2009. U.S. Department of Education. NCLB: Overview Executive Summary. Ed.gov. Updated 10 Feb. 2004. 18 Nov. 2009. Office of Superintendent of Public Instruction. Elementary and Secondary Education Act. K12.wa.us. Washington. 18 Nov. 2009.

Henton 8 Paideia School. “Arts.” Paideiaschool.org. Atlanta, GA. 18 Nov. 2009. Vise, Dr. Robert. Personal interview. 26 Nov. 2009. Wenning, Richard, Paul A. Herdman, Nelson Smith, Neal McMahon, and Kadesha Washington. No Child Left Behind: Testing, Reporting, and Accountability. ERIC Clearinghouse on Urban Education. Ericdigests.org. August 2003. 18 Nov. 2009.